Using Information Technology in Collaborative Thematic Integrated Curriculum to Improve Collective Efficacy-An Action Research

• Main Authors: Chin-Lin Chen, 陳金鈴
• Other Authors: Chuen-Tsai Sun
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/78487495931645581312

碩士 === 國立交通大學 === 理學院網路學習碩士在職專班 === 92 === According to the spirit and structure of an action research, this study used information technology in thematic integrated curriculum to improve a learning team’s collective efficacy. The main purpose of this study was to address the collaborative learning problem by grouping students based on self-efficacy. During this process, we analyzed data about the team’s interaction, collective efficacy, collaborative and learning effects, to provide an effective strategy in collaborative learning. This qualitative research combined three learning disciplines, language, society, and art, into a thematic integrated curriculum. To stimulate the student’s creativity, we used both the web-based and traditional peer evaluation from the beginning of exploring the design theme to the end of the task. During the whole research, we taped the collaborative interaction, interviewed the students, and kept teachers’ observation records. Using triangulation method we analyzed all kinds of data, and developed a new strategy of action research. Through this thematic integrated curriculum, students learned how to construct their own problem solving strategies, such as discussing and voting. With multiple stages of collaborative learning, most of the team’s collective efficacy has improved and their collective efficacy has a positive effect on their satisfaction of collaborative learning. One suggestion to improve the team’s collective efficacy is that the team members should dedicate to their own group. If they do so, there will be a good product and the team’s satisfaction will improve, finally result in higher collective efficacy.